Ndehl Heehl G̱oodin? (Translation from Gitxsan: “How are you feeling? What is your heart telling you?”) Centring Gitxsan Worldviews in Midterm Course Experience Surveys

Authors

  • Dr. Jenny Morgan University of Victoria
  • Sinensxw (Jessica Starlund) University of Victoria

DOI:

https://doi.org/10.55016/hedy8k09

Keywords:

Storywork, Quantitative Data, Language Revitalization, Gitxsan Worldview, Indigenous Pedagogy, Decolonial Education, Midterm Evaluation

Abstract

Background: Ndehl Heehl G̱oodin? (“How are you feeling? What is your heart telling you?”), funded by an internal teaching and research grant within the faculty of Human and Social Development at the University of Victoria, explores how Gitxsan worldviews can inform midterm course evaluations. Conventional evaluations rely on standardized metrics, with little consideration for how Indigenous pedagogies and relationality shape reflective learning. This study examined how Gitxsan ways of being can inform and affirm culturally grounded approaches to course feedback surveys.

Methods: Two former students of an asynchronous social work course and four Gitxsan community members participated in 30-60-minute interviews. Student interviews were recorded and transcribed, while community interviews followed Storywork with interviewer journaling. Purposeful sampling supported trust and relational connection. Data were thematically analyzed, and a Gitxsan Elder and fluent speaker translated thematic headings into Gitxanimx.

Results: Seven themes emerged: Nada k’i’yhl t’il ts’iipxwit (Engagement/Connection), Hosim ho sag̱ayt k’i’yhl g̱ag̱oodiit (Relationality), Sityeekwsit (Transformation), Wila sawitxwt (Identity), Luu hoksxwit (Belonging), Lax̱ yip (Land), Aluut’aa siwilaaksa (Teachings), and Heeḵ’al (Responsibility). Participants emphasized relational and land-based approaches that deepen reflection, strengthen community connection, and counter harms linked to quantitative systems.

Conclusions: Integrating Gitxsan ways of being into assessment can enhance reflective learning while honouring Indigenous worldviews. This pilot project offers groundwork for culturally grounded feedback tools in education.

Author Biographies

  • Dr. Jenny Morgan, University of Victoria

    Dr. Jenny Morgan is from the Gitxsan Nation. Lax Gibuu (Wolf clan) from the House of Hawaaw. She joined the UVic School of Social Work in 2021. She is currently a member of the BC Minister’s Advisory Council on Indigenous Women and the National Indigenous Leadership Circle in Research. Her practice experience includes over two decades working directly with community in employment and health services, as well as leadership work with housing organizations and within health authorities. Dr. Morgan's latest role was with the BC Women's and Children's Hospitals as the inaugural Director for Indigenous Health. She holds a BSW (2003, UBC), an MSW with an Indigenous Specialization (UVic, 2014), and a Doctorate in Education (2019, UWO). Her research and teaching interests include addressing anti-Indigenous specific racism, Indigenous Health, and Evaluation.

  • Sinensxw (Jessica Starlund), University of Victoria

    Sinensxw, Jessica Starlund, in her mid 30s is a Gitxsan Matriarch with a passion for her culture and preserving it through the Gitxsan language. She specializes in Early Childhood Education, teaching kids at the school in Gitwangak and more recently made headlines for her work helping to illustrate a book of Gitxsan teachings called “Granny’s Little Book on Virtues” compiled by Dr. Jane Smith. She served as a Research Assistant, University of Victoria on this project, and was a Masters in Language Revitalization student, graduated Jun 2025 (during time of this project).

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Published

2026-05-27

Issue

Vol. 14 No. 1 (2026): Special Issue: Indigenous Resistance

Section

Articles